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This paper aims to study the inertia squeeze film characteristics between ferrofluid-lubricated circular stepped disks. Owing to the development of modern machine systems, the application of ferrofluids has received great attention. Because the circular disks are a special situation of circular stepped squeeze films, a further study of fluid inertia force effects on the ferrofluid-lubricated circular stepped squeezing mechanism is motivated.

On the basis of the ferrohydrodynamic flow model of Shliomis incorporating the momentum integral method, the effects of fluid inertia forces in ferrofluid-lubricated circular stepped squeeze films in the presence of external magnetic fields are investigated in this study. Analytical solutions of squeeze film performances are derived.

The fluid inertia force effects provide an increased load capacity and a longer squeeze film time for the ferrofluid-lubricated circular stepped squeeze film, especially for a larger value of the inertia parameter, the Langevin parameter and the volume concentration and a smaller value of the radius ratio and the step height ratio.

For engineering applications, numerical tables for squeeze film loads of circular stepped disks are also provided in this paper.

The purpose of this paper is to propose and verify that the technology acceptance model (TAM) can be employed to explain and predict the acceptance of mobile learning (M‐learning); an activity in which users access learning material with their mobile devices. The study identifies two factors that account for individual differences, i.e. perceived enjoyment (PE) and perceived mobility value (PMV), to enhance the explanatory power of the model.

An online survey was conducted to collect data. A total of 313 undergraduate and graduate students in two Taiwan universities answered the questionnaire. Most of the constructs in the model were measured using existing scales, while some measurement items were created specifically for this research. Structural equation modeling was employed to examine the fit of the data with the model by using the LISREL software.

The results of the data analysis shows that the data fit the extended TAM model well. Consumers hold positive attitudes for M‐learning, viewing M‐learning as an efficient tool. Specifically, the results show that individual differences have a great impact on user acceptance and that the perceived enjoyment and perceived mobility can predict user intentions of using M‐learning.

There is scant research available in the literature on user acceptance of M‐learning from a customer's perspective. The present research shows that TAM can predict user acceptance of this new technology. Perceived enjoyment and perceived mobility value are antecedents of user acceptance. The model enhances our understanding of consumer motivation of using M‐learning. This understanding can aid our efforts when promoting M‐learning.

The purpose of this paper is to survey and consider the implications of the literature justifying the value of teaching poetry. There has been a long tradition of literature education in the English departments of Chinese universities. English Poetry courses are offered within optional literature modules in senior stages of a BA in English language and literature. In 2000, the new national syllabus for tertiary English majors was issued. This syllabus has brought the teaching of English into line with the perceived practical needs of society. As a result, poetry courses have been under threat within the degree. A substantial number of university teachers have responded to this threat with articles arguing the value of teaching of poetry.

The China National Knowledge Infrastructure (CNKI), the largest database of academic journals in China, reveals that from 2000 to 2013, 102 articles about teaching English poetry to Chinese people learning English as a foreign language were published in Chinese academic journals, of which 67 are concerned with English majors. This literature examines these 67 articles.

These articles justify the purpose of teaching English poetry, evaluate the content of poetry courses and share pedagogical strategies. The issues within this discussion fall into three categories: why teach poetry; what to teach in poetry courses; and how to teach poetry. Because the commitment of Chinese teachers to sharing their beliefs about teaching English poetry is positioned in the context of increased advocacy for the creation of inter-disciplinary market-orientated graduates, discomfort, uncertainty and the desire for change emerge in this discussion. On the other hand, teachers looking for change express caution about the costs of changing pedagogical approaches on the development of the skills of close reading and analysis of poetical texts.

This investigation of the local Chinese context resonates with and contributes to the wider discussion of the challenges faced by English literature teachers in both second- (L2) and first-language (L1) contexts and warrants examination. It is difficult to say in advance how far such knowledge could contribute to any policy decisions that may be made in the future, but it is important that the voice of teachers contributes to the larger international debate about the value of humanities in tertiary-level education.